Business Leaders
Mrs.
Pamela Leffringhouse, Adams NetWorks Inc., Education Coordinator
Mr. Michael Hupp, Director of Merchandise, Kirlin’s Hallmark
Dr.
Doug Freel, Podiatrist/Owner, Midwest Foot and Ankle Clinic
Mrs.
Jean Buckley, President, Tracy Family Foundation
Mr.
Jim Tracy, Senior Vice President/General Counsel, Tracy Family Foundation
Mrs.
Angie Eugger, Membership Coordinator, Quincy Area Chamber of Commerce
Community Leaders
Local Government
Mr.
Jan Jennings, Mayor, City of Mt. Sterling
Mr.
Paul Havermale, Alderman, City of Quincy
Public Libraries / Adult
Literacy
Mrs.
Kathy Bridges, Librarian, Quincy
Public Library
Mrs. Sharon Hillyer, Library Director, Brown County Public
Library
Mrs. Jill Lucey, Library Director, Four-Star Public Library
Others with a vested interest in the success of this
technology plan:
Mr. Brian Mayfield,
Administrator
Mrs. Deb Walter, Principal and
Teacher
Technology Committee
Mrs. Janet Bick, Principal, St. Peter School
Mr.
Jerry Collins, Science and Math Instructor, Quincy Christian School
Mrs.
Becky McCutchen, St. Peter School
Mrs.
Cindy Castillo, St. Peter School
Mr.
Dave Brown, All Saints School
School Faculty and Staff
Ms. Susan Hibbert, Elementary Education
Mrs. Heidi Stupavsky, School Office Manager
Mrs. Linda Mayfield, High School English and Art
Mrs. Jenny Penrod, Elementary Education
Mrs. Fran Reinhard, Elementary Education
Mr. Aaron Ketchum, High School History and Foreign
Language
School Board Members
Mr. Michael
Hupp, Chairman
Reverend
John Adams, Chaplain, Illinois Veteran’s Home
Mr.
Lonnie Dunn, Barrister
Mr.
Gary Kurfman
Reverend
Kenneth Worcester
Stakeholders have been involved by creating,
advising, editing, writing, and/or implementing the current technology plan.
Annual meetings will be held to evaluate and refine the plan. The plan is also
provided via hard copy to those unable to attend these meetings and also
available on the Internet at http://users.adams.net/~techplan/.
Quincy Christian School
strives to fulfill its mission of influencing our world for Christ one student
at a time by providing a positive environment for educational and societal objectives,
as well as the biblical and technological needs of its students. Utilizing a
curriculum that is classical in scope, Quincy Christian School seeks
to offer its students programs of study that are also technologically
appropriate to our mission and focus. As our school moves into the 21st
century, our technology plan must flex with ever-changing student needs,
budgetary concerns, and input from our school families, supporters, and
community.
Technology has opened doors for
our students to be more hands on in learning than ever before. As our students
access new types of information from different sources, they learn new ways to
analyze and understand the world around them and explore new avenues for
personal growth, creativity, and compassionate outreach. Quincy Christian School wishes
to enhance and strengthen this direction of our curriculum with the use of
appropriate technology.
Quincy Christian School’s
technology plan includes the use, maintenance, and upgrading of existing
equipment to improve computer technology throughout our school. A series of
steps over the next three years, as described in this plan, will allow Quincy Christian School to
meet our goal of providing technologically advanced and developmentally
appropriate educational opportunities for our staff and students. Outside
support, grants, gifts, and contributions from generous supporters will help us
accelerate this process.
Quincy Christian School’s
statement of mission is posted by the school’s front doors:
Community
Profile: Demographics / History / Economy / Challenges
Quincy, Illinois is
located along the mighty Mississippi River at the
westernmost part of the state. Its current published population of 40,366 includes
only those living within the city limits. The population statistic would be
much larger if it included Quincy’s
growing suburban neighborhoods. The city’s economic base is composed of a
varied blend of agriculture and business enterprises. Fifty to seventy-five
percent of Quincy’s
population is composed of blue-collar workers, whose median income is $32,000.
As a regional hub, Quincy offers
its residents many benefits including airline and rail service to major cities,
a growing health-care system, a below-average cost of living, an unemployment
rate below the national norm of 4.3%, and a low crime rate.
Quincy has a
rich German heritage with architectural structures and design that have been
carefully preserved. Many older homes that were built in the 19th
century have been restored to their original design due to the careful
vigilance of an active historical society. In addition, Quincy was
once a part of the original Underground Railroad system, and its downtown Washington Park was
the sight of one of the Lincoln-Douglas debates.
One challenge facing Quincy at
this current time is the downsizing of factories and businesses that have
caused drastic cuts and layoffs. Our private sector businesses have been unable
to absorb all of these unemployed workers. This strain on our economy will have
an effect on our city’s economic growth. The aging population of Quincy adds
another challenge for our schools. Funding measures often fail at the voting
booths because of the large number of senior adults living on fixed incomes.
These challenges also make it difficult to maintain a stable enrollment for
each of the nine elementary schools and two high schools in Quincy’s
private and parochial school systems.
School
Profile: History / Mission / Enrollment & Class
Size / Staff / Location
A vision for an area-wide Christian school had been in
the hearts of some area residents for over thirty years. In 1996 the Quincy
Area Christian Schools Association was formed to become the steward of this long-held
vision. In September of 1997 Quincy Christian School opened
its doors with twenty-two students on the grounds of a former Christian camp at
the northeast edge of Quincy along Columbus
Road and Longlett
Drive. Growth has been steady and
student academic development above average. A strong academic program is
maintained throughout the school with a deep commitment to Biblical integrity.
Recognizing the Bible as the final authority is a foundational principle of Quincy Christian School.
The mission of Quincy Christian School is to assist parents in their role as the primary educators of their
children by providing a non-denominational school of academic excellence rooted
in Christian values and teachings. Through the programs offered, Quincy Christian faculty and staff strive to equip each student
with the necessary tools to effectively pursue the vocation to which God will
lead so that each one may become an intelligent, compassionate person who
incorporates Christian values into everyday living. Together with Christian
families and Bible-believing churches Quincy Christian School trains each student in the knowledge of God and the Scriptural way
of life, encouraging each one to develop a personal relationship with God the
Father through Jesus Christ.
Quincy Christian School does not discriminate on the basis of race or gender, firmly
believing that God’s love is available to all. Current enrollment at Quincy Christian School has doubled in the last two years, bringing the total number of
students in the K4-12th grades to sixty-nine racially diverse
students for the 2003-2004 school year.
Because average class sizes are small, two
elementary grades share each classroom. Four- and five-year-olds share the
pre-kindergarten and kindergarten classroom as they learn the usual
kindergarten skills in addition to basic reading and printing proficiency.
First and second grades share a classroom together, as do third and fourth, and
fifth and sixth. These elementary grades utilize the phonics-based A Beka curriculum
with emphasis placed on comprehension, critical thinking skills, and logical
reasoning. Class sizes for the elementary grades at Quincy Christian School average 8 students per classroom for the 2003-2004 school year.
Quincy Christian School also provides Christian education for secondary students. Seventh
and eighth graders meet together in one classroom, but get a taste of diverse
teaching styles as various staff members come into and teach different classes
within this room. Current enrollment in seventh and eighth grade is twelve.
Sixteen students comprise Quincy Christian School’s high school program during the 2003-2004 school year. Students
follow a college prep curriculum that includes foreign language, science, math,
history, English grammar, literature, Bible classes, and fine arts. The
school’s library contains 2,500 catalogued volumes both in fiction and
non-fiction areas for students of all ages. Also housed in the school library
are three computers for high school student use for reference and reports.
The staff at Quincy Christian School strives to provide classroom situations that are loving and
nurturing while encouraging the God-given abilities of each student. Staff
members must exhibit a personal relationship with God the Father through Jesus
Christ and view their employment with Quincy Christian School as a sacrificial ministry. Several of the school’s high school staff
are volunteers who have held widely respected careers in their field and now
give freely of their time and expertise to Quincy Christian School’s students. The remaining elementary and secondary teaching staff
members are seasoned professionals with certification in their fields of
education. There are ten total paid and unpaid teaching staff members for the
2003-2004 school year.
Because Quincy Christian School is still relatively small in size, there is no hot lunch program.
Students bring brown bag lunches every day unless there is a student-sponsored,
fund-raising pizza day. However, basic sandwich ingredients are kept on hand
(and are used almost every day) so that none of our students goes without a
lunch. Tuition and fees charged per student pay only half of the actual costs
of educating each child, yet the Quincy Area Christian School Association has
voted to keep tuition costs to a minimum to make a Christian education
available to as many as possible. The attached Form #471 E-Rate Survey contains
other certifiable documentation about Quincy Christian School’s number of students eligible for free and reduced lunches (see
Section 11 A — Poverty Level Certification).
Quincy Christian School continually strives to provide students with access to educational
options that are developmentally appropriate, technologically excellent, and
compatible with God’s truth as revealed in His Word. We assist the development
of talents and encourage students to realize their potential so that together
we may grow in faith and serve others in Jesus’ name. Quincy Christian School views a working knowledge of technology as a vital and necessary
tool to prepare students for a world that is constantly changing. Our students
must utilize critical thinking skills as well as computer and media skills to
access, process, manipulate and evaluate information in their jobs, homes, and
communities. When students graduate from Quincy Christian School, it is our hope that they will have experienced the use of existing
and emerging technologies integrated throughout the curriculum and will find
themselves prepared to be good citizens and stewards of God’s world. To that
end our students share their impressions of …
A Day in the Life of a Quincy
Christian School
Student in 2008…
Walking
into my school, all of the day’s announcements are automatically downloaded to
my laptop computer. All of the students in every grade have a laptop or
notepad. The laptops are mobile enabled to receive things no matter whether
they are in use at home or at school. Due dates for homework assignments and
class projects are automatically downloaded into my electronic planner and my
laptop.
When I
go to my first hour science class, I find a desk and take time to read the
announcements for the day. My computer lets me know about all of the homework,
assignments and reports that are due, too. Right before class starts, I make
sure to notify the lunchroom and tell them what I would like to eat today.
All my
other classmates arrive, take their seats, and begin checking their computers
for important information, too. The satellite screen bursts to life and our teacher
appears on screen. He greets us, and we prepare for class. Today we are
learning about the planet Jupiter. We put on our virtual reality visors. After
an hour of looking around Jupiter, our teacher tells us to be ready for a test
the next class time about Jupiter and all its elements.
Art
class is next, and our teacher has something special planned for us. We will be
talking with three different sculptors from three different parts of the world.
We have special language translators built into the satellite transmitter. That
means we can talk to anyone in the world. They can understand us and we can
understand them. Our assignment from this class includes contacting another
sculptor, conducting a video interview, and bringing the video to class next time.
My
favorite class is next. It’s composition! Right now we are working on writing
research papers on topics that interest us. I chose to research diamonds. We
get to go outside and write on our computers, if the weather’s nice. I am starting
to put my information into essay format. I turn on the speech recognition
program and the computer writes down what I dictate. Talking to my computer
saves me time, and it is easier for the younger kids or kids who don’t know how
to type yet to use it, too.
As I
walk into the lunchroom and take my seat, the scanner at the door recognizes me
and sends a message to the kitchen. My food comes to me via the lunchroom
transport system that runs along the ceiling. All the trays, dishes, and
utensils are biodegradable so we can help preserve the environment.
Math
comes after lunch. We are learning to divide polynomials. Our teacher can
monitor what we are doing on our computer systems and can quickly see if anyone
is getting lost or confused. Next we get a study hall to try and get as much
homework done as we can. If anyone has any questions, they can use their
computer to contact their teacher or another expert about the subject. All my
homework from the day is listed on my laptop. It looks like I have a lot, but I
think I can get some of it taken care of during this time.
Two more
class periods finish my day. During Bible class we take a virtual journey to
the sight where a goatherd found the Dead Sea Scrolls. And history class finds
us satellite linked to European battlegrounds from World War II. As we
virtually explore these areas I notice other virtual classes are visiting these
today, too. I even recognize some of them from our Jupiter trip. Our teacher
tells us that our homework is to create our own virtual trip to a destination
of our choice so we can share it with the whole class.
At the
end of the day our principal comes onto the satellite screen and gives us the
afternoon announcements. After prayer closes our day, we check to see where our
ride is in the carpool line and gather our things to go home. The day was full
but I learned a lot.
-- A
composite story from 8-12th graders
A photo of Quincy Christian School, taken
in September 2003.
While available to other educational institutions Quincy Christian School does
not receive any state or federal aid in the form of title funds or grants:
Title I Part
A: Improving basic programs
Part
B: Subpart 1: Reading first
Part
C: Education of migratory children
Title II Part
A: Teacher and principal training and
recruiting fund
Part
D: Enhancing education through
technology
Title III Part
A: English language acquisition,
language enhancement, and academic achievement
Part
B: Emergency immigrant education program
Title IV Part
A: Safe and drug free schools and
communities
Part
B: 21st century community
learning centers
Title V Part
A: Innovative Program
Part D: Subpart 19:
Grants for capital expenses of providing equitable services for private
school students
Part D: Subpart 8:
Gifted and talented students
Title IX Part E Subpart 1: Private schools
Area grants that we are not currently able to seek would
include:
Technology Literacy Grants (TLCF)
Free Textbook Loan Program and Transportation
Reimbursement through State of Illinois
Tracy Foundation
Knights of Columbus
Mercantile Youth Grant
Quincy
Society of Fine Arts
Altrusa
We are currently receiving E-rate funding for our
telecommunication and Internet Access. (See Section 11 J Erate Tech
Plan Addendum).
Technology is important to our students and our learning
goals and objectives as stated below:
Students of today are the leaders of tomorrow. As
such, each will need to be well versed in the basics of education as well as
comfortable with the use of computers and technology. As our technological
capabilities grow, we expect the skills and knowledge of our teachers and
students to advance as well. Hence, the commitment of Quincy Christian School is to provide the best education through the use of all available
resources. Those resources include increased use of the Internet, electronic
reference sources, word processing and spreadsheets as well as electronic
presentation activities.
Current System Hardware
During the 2002-2003
school year Quincy Christian School moved from a five
classroom facility into a larger, donated, 10,000 square foot modular building
(pictured on page 10). At the start
of the 2003-2004 school year, we began installation of computers throughout our
facility. Used computers have been placed in all offices and classrooms for
teacher and staff use. Similar computers have been set up for student research
and reporting in the library (see Section 11 D). By the end of the 2004 school
year, all computers will have Internet access, and in 2005, have complete
networking capabilities between all computers in the building. As a small
institution, our advancements in technology for the school have been limited to
donations of used equipment through the generosity of individuals and
organizations. Though not cutting edge, our current equipment is serviceable
for our needs (see Section 11 B).
Developmental Focus
As we seek to expand technology at Quincy Christian School, our
goals are to install newer equipment in all grades, increase exposure to new technology, and expand staff and student
proficiencies in the use of computer hardware and software applications. In
addition, we plan to encourage student advancement in the information capabilities
of Internet connectivity. As students advance their technological skills, each
one must first master the basics of computer operation:
Use
input devices (mouse, keyboard)
Open and
quit an application
Use
keyboard efficiently and effectively
Save and
find files and folders
Understand
how to select printers
Use a
multimedia resource to support learning
Make
informed decisions in choosing the most appropriate technology resources
Then, as Quincy Christian School’s
technology capacity grows and the students learn more, their training will
advance through the rigors of:
Information sourcing skills
Global communication skills
Word and information formatting
and processing
Use of technical support
Cross referencing of
information for filing and maintenance
Developing ethical values with
regard to use of information
Quincy Christian School is committed to the total
education of our students. It is our belief that a well-rounded Christian
education involves a commitment to outreach and interaction within the
community. At present, Quincy Christian School’s community involvement has
been service-oriented in focus. Students have participated in environmental
activities, beautification efforts at the Salvation Army Emergency Center, and clean-up work on some
inner-city children’s outreach buses. However, with a growing student body,
increased staff, and family resources, Quincy Christian School is looking to expand its
community outreach. A large Spanish-speaking populace frames the lower
socio-economic strata of the city of Quincy. Students at Quincy Christian School are currently expanding their
skill in Spanish to bridge the language gap between the Anglo and Spanish
communities. With these improved language skills our students and staff hope to
offer increasing aid to the Spanish speaking populace of Quincy in the form of Bible
instruction, ESL classes, computer literacy, and resume and job-hunting skills.
Improved technology at Quincy Christian School will also make it possible for
our teachers and students to help students and families who home school.
Home-schoolers in the Quincy area account for a growing
percentage of students. Many of these home-schooled students lack the
technological resources to continue home-based education into the high school
years. Currently Quincy Christian School offers an option to home school
families to participate in class offerings, sports programs, mission trips, and
extra-curricular activities to expand their education base. Further growth in
computers and technology at Quincy Christian School will enable us to provide
additional technology training and lab access to the home school community.
Quincy Christian School hopes to expand its community
outreach in other ways, too. While the local community college and Roman
Catholic agencies offer opportunities for technological advancement to those
who can pay, the poor and disenfranchised of the city of Quincy need a place to find
technological opportunities, too. Classes for adults need to be offered on a
regular basis and need to include skills for beginners, intermediate and
advanced computer users. Subjects could be determined by the need of
participants, but would most probably begin with word processing skills and
using the Internet to find jobs, to research information, and to stay current
with the global community. Monies to offer these services could come from
charitable donations from local businesses, churches, and individuals.
Instructors could be students from local colleges who need student teaching
experience or retired professionals from various backgrounds. The success of
this program would be measured in the changed lives of men and women able to
move ahead with their dreams, as they become hard-working citizens in the Quincy
area.
In 2001-2002 Quincy Christian School’s thirty-nine
students shared two antiquated, Windows 3.1, 386 processor computers. A
generous gift from benefactors and a concerted effort from students netted more
than a dozen additional computers for the start of the 2003-2004 school year.
However, Quincy Christian School’s student body also grew during this time to
sixty-four students, increasing the technology load on our donated computer
systems. It is our plan at Quincy Christian School to expand our
technology over the next three years to make computer technology more easily
available to each of our students. Simple games and keyboard exercises will
help provide our youngest students with engaged learning activities in technology.
Our mid- and upper-level instructional classes will provide students with
skills that allow them to use technology appropriately, effectively, and
confidently. Because of the proliferation of Internet viruses and destructive
computer hackers, over the next three years we will work with our students to
help them develop stronger ethical values through class instruction and
personal experiences with technology. Systematic, age-appropriate computer
instruction will ensure that each student is able to communicate effectively
using appropriate software and to complete research efficiently and accurately
using the Internet resources available. Students’ cultural knowledge will
expand, too, as they interact and connect with missionaries from around the
world via technology.
The instructional staff at Quincy Christian School sacrifices a lot to teach the students at
our school. Starting pay for our teachers is much lower than that of the local
public schools. Our school day is longer, too, to accommodate Bible
instruction, chapel services, and the schedules of parents who must carpool
children before and after work. Because our faithful teachers and staff
sacrifice so much for our students, it is the goal and plan of the school board
and administration to help our teachers learn as much as possible through
in-service training and the Association of Christian Schools International
workshops. We are always on the lookout for training and updates on technology
use and how to integrate it into our Christian school curriculum. In addition,
it is our goal over the next two years for Quincy Christian School’s teachers and staff to take advantage of
training in computer literacy and the use of the Internet for curriculum enhancement.
Other areas of professional development will include training in the use of
supplementary software to enhance the curriculum, troubleshooting training so
that staff can maintain the computers with virtually no down time, and training
in the efficient use of the computer in the classroom.
All of Quincy
Christian School’s computer equipment has been donated by
various individuals or corporations in used, serviceable condition. The one
exception to this is the computer in use by the school secretary. Our students
actively worked together to win this computer in a local shopping mall’s
back-to-school contest. Budgetary restraints put the acquisition of additional
computer equipment at a lower priority, yet educational needs keep pushing
technology needs higher and higher on the “must have” list. Because our
computers are older, several of our computer monitors are compromised by faulty
or cloudy displays; several computer disk drives no longer “save.” Each
computer used by school staff has a different computer processor, processing
speed, and operating system, making networking a virtual nightmare. Most of our
computers operate with only the software that came loaded on each machine when
it was donated to us. Thus, some machines have Microsoft Works while others
sport old versions of Microsoft Office and still others have no applications
software at all. This makes it difficult to help our students learn to work
with word processors, for example, since different software applications have
different capabilities (see Section 11 C). However, this technology plan
addresses those needs and Quincy Christian
School’s goals to achieve greater technological support for our students and
staff.
Within the next three years,
therefore, Quincy Christian School
plans to actively increase the availability of computers for in-class use and
improve access to local and global resources; maintain computer hardware and
software as well as update the same as donations allow; develop a working plan
for the recycling of older equipment and software; increase the number of
computers and supplementary equipment (graphing calculators, scanners, laptops,
digital cameras, video cameras, TV projection devices, full-screen projection
devices, color printers, satellite dishes, VCR’s, etc.) for classroom and
office use; and provide ways to maintain all of this equipment. It is also the
goal of Quincy Christian School
to find additional methods of supplementing funds for this ongoing and growing
technology need through grants, church benevolences, individual and corporate
donations, and estate funding.
Quincy
Christian School policies can be found in our Faculty and
Student Handbook, which serves as the guide for all school operations. When the
need for a new policy arises, this need is placed on the meeting agenda of the Quincy
Christian School Board. The members of our school board
draft all school policies, and our administrator implements these
board-approved actions.
Internet
Safety Policy
The
protection of Quincy Christian School technology users ands its equipment is vital
to the basic tenets of our organization. We are currently establishing the Quincy Christian School Internet Safety Policy (ISP) that includes
the statements of the school’s Acceptable Use Policy (AUP) and Technology
Protection Measures (filtering hardware and /or software) to assure compliance
with applicable laws or regulations and provide protection to our students and
staff as well.
Our working Acceptable
Use Policy includes:
·
The use of
systems to access, view or transfer text or graphics that are obscene;
including any pornographic, immoral or in general, potentially harmful images
or information is strictly prohibited.
·
The use of
systems to access, view or transfer text or graphics that are not related to
specific class assigned projects is prohibited.
·
No e-mail or
chat room involvement is allowed for students.
·
Internet access
is supervised and limited to class-assigned projects and informational homework
needs.
·
System
security against “hacking” by students, staff, and other users including
limitations to approved programs or software use is in place by means of
password protection. Penalties for compromising the security of Quincy Christian School’s computer system will be
substantial.
·
No
unauthorized disclosure, use, or dissemination of personal identification
information regarding minors or any other person will be allowed.
·
The
administration of the school will have final authority on what is deemed
appropriate or inappropriate use of the system.
Internet
filtering provided by Adams Networks and internal information network
protection provided by Norton Antivirus are a must. As our system expands and
networks, other firewalls and system filters will be implemented to safeguard
the integrity of the information system (see also Section 11 E — Internet and
Electronic Mail Policy; and Section 11 F — Internet Filtering).
Quincy
Christian School
has developed a communication network of involved individuals for information
gathering and communication. This network includes:
Weekly
newsletters
School
website
Parent/Teacher
organization meetings
Open
Houses
Email
communications
Phone
chains
Regular
informational mailings
As our educational
planning actively involves the parents and school leadership, definition and
communication of our technology focus would be integrated into all of these
communication avenues.
To celebrate our
technology advancements Quincy
Christian School
would share its information with the community via its current communications
media:
Ongoing television exposure of programs and
accomplishments
Ongoing radio exposure of programs and accomplishments
Ongoing newspaper reporting
School brochures
Media representation
Flyers and bulletin inserts for area churches
Community organizational involvement
10. Timeline, Budget and Financial
Plan
Quincy Christian School views a working knowledge of technology as
a vital and necessary tool to prepare students for a world that is constantly
changing. Our students must utilize computer and media skills to access,
process, manipulate and evaluate information in their jobs, homes, and
communities. The following projected timeline will keep our vision on target
over the next three years.
|
Time
and Strategy
|
Estimated
Cost
|
Funding
Source
|
|
2004-2005
- Secure and install computers in all classrooms
and offices for staff use w/basic software. (14 units)
- Secure and install computers in the Library
for student use with basic software. (3 units)
2005-2006
- Upgrade and add computers to Library and
computer lab
- Complete wiring for networking
- Gain Internet access for networked systems
- Provide staff training on systems
- Install security and anti-virus software
2006-2007
- Upgrade and add computers for consistency
in hardware
- Upgrade and add software for improved
consistency and networking capabilities
- Provide technology instruction and
maintenance training for all personnel.
|
$25,000
$5500
$4600
$1400
$1500
$500
$35,000
$5000
$12,000
|
Donations
Grants and donations
Donations
Grants and donations
Grants and donations
Donations
Grants and donations
Grants and donations
Grants and donations
|
(This survey form was distributed to all school families
in the fall of 2003.)
Sample Income Survey for E-Rate Use:
E-RATE FAMILY INCOME SURVEY
Our school has the opportunity to receive Federal monies
to support our efforts to bring technology to our school, thereby improving
teaching and learning. One requirement to establish the subsidy level is to
survey our students’ family incomes.
Please
check off your family’s income on the chart below:
Mark
how many people there are in your family, and then check if your monthly income
is more or less per month.
The information
will be kept confidential, and will only be used to determine our eligibility
for the program.
Thank
You in Advance For Your Cooperation
Family
Name: __________________________
Address: __________________________
__________________________
Household Size: Monthly
Income More Less
1
$1,288
2
$1,735
3
$2,182
4
$2,629
5
$3,076
6
$3,523
7
$3,970
8
$4,417
9
$4,865
10
$5,313
Additional Family Members
+$448
Section 11 A, continued. (This shows the composite result of the
circulated survey form)
11.
Supporting Documents, Continued
|
|
Instructional Technology Inventory
|
|
|
|
|
Total
|
|
Number of Students
|
64
|
|
Computers
|
|
|
|
Apple IIe / GS
|
0
|
|
|
Mac LC II or earlier
|
0
|
|
|
MAC LC III or later
|
0
|
|
|
Powerbook (Laptops)
|
0
|
|
|
Terminals
|
0
|
|
|
MS-DOS 386 or earlier
|
0
|
|
|
MS-DOS 486 or later
|
17
|
|
|
DOS/Windows Laptop
|
0
|
|
|
Other
|
0
|
|
|
TOTAL
|
17
|
|
|
|
|
|
% Student/All Workstations
|
5%
|
|
% of Workstations in Building
|
|
|
|
Classrooms
|
35%
|
|
|
Computer Lab
|
14%
|
|
|
Library
|
4%
|
|
|
Administrative Offices
|
21%
|
|
|
Other
|
26%
|
|
|
Total
|
100%
|
|
Printers
|
|
|
|
|
Dot Matrix Printers
|
0
|
|
|
Inkjet Printers
|
6
|
|
|
Laser Printers
|
0
|
|
|
Poster Printers
|
0
|
|
|
Other
|
0
|
|
|
TOTAL
|
6
|
|
% Students / printer
|
13%
|
|
|
|
|
|
Instructional Technology Inventory
|
Total
|
|
Number of Students
|
|
|
Peripherals
|
|
|
|
CD ROM Drives
|
17
|
|
|
Laser Disc Player
|
0
|
|
|
Scanner
|
0
|
|
|
Smart Keyboards (AlphaSmarts)
|
0
|
|
|
Expanded 104 key keyboard
|
17
|
|
|
Graphics, Tablets, Digital Cameras (PhotoMan, Quicktake)
|
0
|
|
|
Video Camera
|
0
|
|
|
Other
|
|
|
Telecommunications
|
|
|
|
Modem 9600 baud or less
|
0
|
|
|
Modem > 9600 baud
|
17
|
|
|
NetModem
|
0
|
|
Projection Devices
|
|
|
|
LCD Panel (B & W)
|
0
|
|
|
LCD Panels (Color)
|
0
|
|
|
TV-Projection Devices
|
0
|
|
|
Large Projection Devices
|
0
|
|
Television
|
|
|
|
Stand Alone
|
1
|
|
|
Cable Connection
|
0
|
|
|
VCR
|
1
|
|
Other
|
|
|
|
|
Calculators
|
3
|
|
|
Graphing Calculators
|
0
|
|
|
Satellite Dish
|
0
|
|
There are no media
centers on the premises
|
|
|
Date: 4-18-04
|
Completed by: S. M.
Hupp
|
|
11.
Supporting Documents, Continued
Quincy Christian School owns a very small inventory of software.
Most of our computers operate with the software that came bundled when the
computers left the factory (Microsoft Works; Acrobat Reader; Internet Explorer
4.0). Teachers supply most of the additional software games and applications
for their own classrooms from their own personal archives with the exception of
the following licensed, multiple-user, software applications:
Software
Application Product Number of copies Where Used
Microsoft Word 2000 1 School office computer
stations (5)
Microsoft Office ’97 (Home Ed.) 1 High
School Science; Staff Lounge; Library
BibleSoft PC Study Bible (V. 3.0) 1 Library
Compton’s Encyclopedia 2001 1 Library
World Book Encyclopedia ’01 1 7th
and 8th grade
Typing Instructor 1 7th and 8th
grade
Encarta Encyclopedia 1998 2 5th and 6th
grade
Mega Math Blaster 1 3rd and 4th
grade
Mavis Beacon Typing 1 3rd and 4th
grade
Jump Start First Grade 1 1st and 2nd
grade
Curious George Writes/Spells 1 1st
and 2nd grade
11.
Supporting Documents, Continued
11.
Supporting Documents, Continued
Internet
Safety Policy
The
protection of Quincy Christian School technology users ands its equipment is vital
to the basic tenets of our organization. We are currently establishing the Quincy Christian School Internet Safety Policy (ISP) that includes
the statements of the school’s Acceptable Use Policy (AUP) and Technology
Protection Measures (filtering hardware and /or software) to assure compliance
with applicable laws or regulations and provide protection to our students and
staff as well.
Our working Acceptable Use Policy includes:
·
The use of
systems to access, view or transfer text or graphics that are obscene;
including any pornographic, immoral or in general, potentially harmful images
or information is strictly prohibited.
·
The use of
systems to access, view or transfer text or graphics that are not related to
specific class assigned projects is prohibited.
·
No e-mail or chat room involvement is allowed for students.
·
Internet
access is supervised and limited to class-assigned projects and informational
homework needs.
·
System
security against “hacking” by students, staff, and other users including
limitations to approved programs or software use is in place by means of
password protection. Penalties for compromising the security of Quincy Christian School’s computer system will be
substantial.
·
No
unauthorized disclosure, use, or dissemination of personal identification
information regarding minors or any other person will be allowed.
·
The
administration of the school will have final authority on what is deemed
appropriate or inappropriate use of the system.
11.
Supporting Documents, Continued
Broadband Internet Access will be installed before
the start of the 2004-2005 school year. When installed Adams NetWorks, Inc.
will provide NetGuardian Internet filtering. The Board of Quincy Christian will choose from the following categories to be
blocked.
CATEGORIES FOR SCHOOL &
LIBRARY INTERNET FILTERING
Double click on the box to insert check mark
Alcohol Obscene &
Tasteless
Alternative
Lifestyles Opinion
Anarchy Public
Proxies
Automobile Personals
Chat Pornography
Criminal
Skills R-Rated
Cult Self Help
Drugs Shopping
Employment Sports
Entertainment Tickets
Financial Travel
Gambling Web based
E-mail (i.e. Hotmail)
Games Web based
Newsgroups
Hate Groups Free Host
Humor Banner
Lifestyle
News
Search engines such as Google
may be blocked depending on categories filtered due to the detailed and graphic
descriptions returned by searches. Recently Google has launched an “image
search” feature with a “mature content” filter setting that can be turned off
just by clicking a link. This feature will return images from pornographic
sites. Therefore as a limited control, Google is listed as an R-rated
site. To use Google you need to allow R-rated access.
Search engines that are not
R-rated would include Ask Jeeves for Kids, Yahooligians.
The following ports can be
filtered:
21 FTP File downloads/uploads from FTP
clients
80 HTTP Web Browsing
119 NNTP Usenet Newsfeeds/Newsgroups
443 HTTPS “Secure” Web Browsing (usually with
online ordering)
Other Telnet, POP3/IMAP Mail, ICQ, AIM, Real Audio, etc.
The list of web sites
added to the filtering library is updated nightly. The MudCrawler service of
X-Stop searches daily for web sites that meet over 40 criteria found in sites that
are generally considered objectionable and added to the filtering library. It
is not uncommon for several hundred sites to be discovered and added on a daily
basis.
Definitions of Internet Filtering Categories
Alcohol: Sites
promoting the use of alcohol, including drink recipes, home brewing
methodology, advertisements, etc.
Alternative Lifestyles: Sites for
non-mainstream periodicals, information on self-awareness, spirituality,
healing arts, holistic living, junk culture, fringe media, art perspectives,
etc.
Anarchy: Sites
contain information regarding militias, weapons, anti-government groups,
terrorism, overthrowing of the government, killing methods, etc.
Automobile: Sites of
automobile manufacturers and dealers, sales, leasing, clubs, etc.
Chat: Chat sites
accessed via the http protocol. Protects children from predators.
Criminal Skills: Sites that
promote illegal activity, such as pyrotechnics, computer hacking, credit card
number generating, password cracking, surveillance and murder.
Cults/Gothic: Sites
promoting cult or gothic subject matter, use of mind control, paranoia, fear,
and any other type of psychological control or manipulation.
Drugs: Sites that
promote the use of or purchase of illegal drugs. These may include offering
marijuana seeds for sale, growing methods, techniques and products for testing
clean for drugs, information on acid and/or “mushrooms,” and all other forms of
narcotics.
Employment: Sites
geared toward job seekers, such as online bulletin boards, classified ad sites,
resume-listing services, head hunting firms, etc.
Entertainment: Sites
containing such things as movies, theater times, comic strips, television,
music, hobbies, and rock bands.
Financial: Sites
related to the financial trade, such as stock trading, financial news, online
banking services, and trading exchanges.
Gambling: Sites
which encourage gambling such as betting sites, bookmaker odds, lottery, bingo,
horse/dog track, online sport betting, online casinos, etc.
Games: Sites related
to computer or other games, such as game download sites and online game sites.
Hate/Discrimination: Sites that
contain material related to the discrimination of any group of people based on
race, religion, gender, nationality, etc.
Humor: Sites
whose primary purpose is for comedy, jokes, fun, etc.
Lifestyle: Sites that
contain material relative to an individual’s personal life, whether straight,
gay, lesbian, or any site pertaining to an particular culture, behavior,
organization, society, club, etc
Magazine: Online
magazines and online versions of print magazines except for those contained in
other categories.
News: Sites
relating to mainstream online news publications or any media format such as
print, radio, or television.
Obscene/Tasteless: Sites that
involve such things as mutilation, murder, bodily functions, horror, death,
candid scenes, executions, violence, etc.
Opinion, Politics, and
Religion: Sites that pertain to politicians, election
campaigns, opinion articles, political organizations, political publications,
churches and related publications, discussion forums, and religions.
Personals/Dating: Contains
sites that are related to personal ads, dating sites, dating services,
relationships, introductions, etc.
Pornography: Sites that
contain nudity of any sort, vulgarity, including the likes of Playboy, Hustler,
and Penthouse.
R-Rated: Dating
services pertaining to anything, which involves 18-and-over dating, lingerie
and swimsuits, revealing pictures. Sites that are adult in nature without being
explicitly pornographic.
Self-Help: Sites that
include information such as diet, nutritional facts, therapies, counseling
services, motivation, conferences, articles, etc.
Shopping: Sites
which contain consumer oriented online shopping, online malls, travel agencies,
real estate, automobiles, classified, and online trading services.
Sports: Sites of
the professional baseball, basketball, hockey, football and soccer teams,
sports magazines, sporting events like winter and summer Olympics, etc.
Tickets: Sites that
offer ticket sales for entertainment:
concerts, sporting events, races, expos, etc.
Travel: Sites that
offer travel tickets and reservations, travel clubs, travelogues, visitor information
bureaus, travel promotions, etc.
Web based E-mail: Sites that offer free online web
based e-mail services; this excludes ISPs that provide standard POP or IMAP
email accounts. Web-based e-mail services like Hotmail, Netscape and Yahoo
mail, among others are filtered by default. This allows adults to control
access to private e-mail accounts by children as they see fit.
Web-based Proxies and Anonymizers: Sites that
offer free anonymous proxy services. Web-based proxies and anonymizers are servers
that allow a user to bypass any filtering and/or mask their identity by making
the access to websites, etc., appear to come from the proxy. A student using a
proxy could access www.playboy.com — the proxy server would present the contact
and the XSTOP server would not recognize it was coming from Playboy. For e-mail
Yahoo, HotMail and others insert the IP address of the computer that is
sending the mail through their web interface. (This would be a school IP if
they were *not* using a proxy or anonymizer.) By using one of these web-based
proxies or anonymizers someone in the school could send undesirable e-mails
that could never be traced back to that individual.
11.
Supporting Documents, Continued
(Note:
During the early months of 2004, volunteer parents, staff, and students at Quincy Christian School donated their time and materials needed to
install electrical connections for Internet use and future networking
capabilities at the school. The following letter is provided as a supporting
document of the work that has been performed.)
Wednesday, April 21,
2004
Quincy Christian School
Computer Network
To Whom It May Concern:
During the past year, steps have been taken to
equip Quincy
Christian School
with a completely functioning computer network. With the exception of the K4 /
K5 room, computers are installed in every classroom and office, fully equipped with
network cards and networking software. Interconnecting cables, AC power, and a
hub have been installed. The only remaining task is to connect the system to
the local service provider at their earliest convenience. When complete, all
interconnected computers will have Internet access, email, and network
capabilities.
Respectfully submitted,
Jerry Collins Bryan
K. Mayfield
High School Science Teacher Administrator
- - - - - - - - - - - - - - - - - - - - -
Electrical service to building
is (amperage): 200
Number of circuits per room
(shared & dedicated): 1 per each classroom or office block
Number of outlets per room: 4
per classroom
Number of computer/monitors
and printers to add: 2 per year in each of 7 classrooms
Anticipated increase in
electrical load to rooms: minimal
A copy of the original, signed analysis can be obtained by contacting
the school office.
11.
Supporting Documents, Continued
The Illinois State Board of
Education
Six Essential Learning’s in
a Technological Society
Technology is defined as the combination of human
imagination, inventiveness and the electronic/optical tools to transform ideas
into reality. Effective use of information and technology will require students
to develop new roles in living, learning and working in an increasingly complex
and information-rich society. The following essential learning’s for technology
are fundamental to the work of the Illinois State Board of Education as they
develop content standards, performance standards, and assessments for all
academic areas.
- The
student as information seeker, navigator and evaluator. The student recognizes
and values the breadth of information sources, browses those sources,
differentiates and selectively chooses sources based on soundness and
relevancy, and retrieves appropriate information/data using all forms of
electronic/optical media, technology and telecommunications.
- The
student as critical thinker, analyzer and selector of information and
technologies appropriate to the task. The student uses problem-solving
techniques and technology tools to review information and data from a
variety of sources: analyze,
synthesize and evaluate it; and then transform the myriad of ideas, data
and information into useful information and knowledge. During this process
the student discriminates among a variety of technologies and
electronic/optical media to extend and expand his/her capabilities.
- The
student as creator of knowledge using information resources and
technology. The student both individually and as a successful member of a
team, constructs new meaning and knowledge in all content areas, combing
and synthesizing different types of information through technology,
telecommunications and computer modeling/simulations.
- The
student as effective communicator using a variety of appropriate
technologies/media. The student creates, produces and presents ideas,
stories and unique representations of thoughts through a variety of
electronic/optical media by analyzing the task before him/her, the
technology tools available, and appropriately selecting and using the most
effective tool(s)/ media for the purpose and audience.
- The
student as technologist. The student develops the confidence, competence,
information management strategies and sufficient technical skills to
successfully install, setup and:
use the technology and telecommunications tools in his/her daily
life, work situations and learning environments.
- The
student as a responsible citizen in a technological age. The student
understands the ethical, cultural, environmental and societal implications
of technology and telecommunications, and develops a sense of stewardship
and individual responsibility regarding his/her use of technology, media
and telecommunications networks.
11.
Supporting Documents, Continued
Our children live in a
global, digital world that is transformed by technology and human ingenuity.
Many of today’s youngsters are comfortable using laptops, instant messaging,
chat rooms, and cell phones to connect to friends, family and experts in local
communities and around the globe. Given the rapid rate of change, the vast
amount of information to be managed, and the influence of technology on life in
general, students need to acquire different, evolving skill sets to cope and
thrive in this changing society. Students need to be taught the following four
emphases:
Digital-Age
Literacy. As society changes, the skills needed to deal with
the complexities of life also change. Major new studies now define literacy as
the ability to use “digital technology, communications tools, and or networks
to access, manage, integrate, evaluate, and create information in order to
function in a knowledge society. At Quincy Christian School this literacy would include basic literacy
in language, scientific literacy, economic literacy, technological literacy,
visual literacy, biblical literacy, information literacy, missiological
literacy, multicultural literacy and global awareness.
Inventive
Thinking. As technology becomes more prevalent in our
everyday lives, cognitive skills become increasingly critical. Because
technology makes the simple tasks easier, it places a greater burden on
higher-level skills. Students must be adaptable to modify their thinking;
attitudes and behaviors to be better suited to current and future environments
and handle multiple goals and tasks. They must have self-direction, curiosity,
creativity, and be willing to take risks to tackle challenging problems. They
must be equipped with a higher order of thinking and sound reasoning.
Effective
Communication. Effective communication skills are essential for
success in today’s knowledge-based society. They need to be able to
cooperatively interact with one or more individuals to solve problems, create
innovative products, or learn and master content. They need interpersonal
skills dealing with emotions, motivations, and behaviors. They need to learn to
share their faith with others in non-offensive but accurate ways. They need to
have an understanding of legal and ethical issues related to technology,
combined with an ability to apply knowledge to achieve balance, integrity, and
quality of life as citizens, family and community members, learners, and
workers. They need to have a social and civic responsibility to manage
technology and govern its use in ways that promote the public good and protect
society, the environment, and democratic ideals. They need to be able to
communicate meaning through exchanges using a range of contemporary tools,
transmissions, and processes.
High
Productivity. We are living in a new
economy. In the “Digital Age” success is “powered by technology.” Because the mastery of technological skills
often determines whether a person will succeed or fail in today’s workforce,
students need to be taught to prioritize, plan and manage for results to
achieve goals and solve problems. They need to be able to use real-world tools
such as hardware, software, networking and peripheral devices to accomplish 21st
century communication, collaboration, problem solving and task resolution. They
need to be able to produce relevant, high-quality products in any media (print,
video, the Web, verbal presentations) and synthesize resources into more
useable forms such as databases, graphics, and simulations. Students also need
to be able to refine questions that build upon what is known to advance one’s
own and other’s understanding.
11.
Supporting Documents, Continued
J: Tech Plan
Addendum for Telecommunications — Refer to page 10.
E-Rate Tech
Plan Addendum
For
E-rate Technology Plan Updates
Funding
Year 2004-2005
In order to address additional technology planning
requirements established by the Schools and Libraries
Division (SLD) of the Universal Service Administrative Company (USAC) for the
E-Rate program, the Illinois State Board of Education (ISBE) is assisting
applicant schools (both public and non-public), Special Ed Cooperatives, and
other e-rate eligible entities in amending their current technology plans to
include an assessment of the telecommunication services, Internet access, and
internal connections that will be needed to improve education services. Normally, telecommunications services and
equipment that access the Internet, such as T-1 service, are part of the
existing technology plan. However, other e-rate eligible services such as local
and long-distance voice services and cellular services have traditionally not
been included in tech plans. In an effort to comply with these requirements, we
offer this simplified template to add these services to an existing technology
plan. In addition, we ask that schools review
their applications and place any services they have applied for—and that are
not included in their current technology plans—in this addendum.
We ask that all
districts applying for e-rate complete and attach this template to their
existing technology plans and keep it as an addendum to their existing plans.
There is no requirement to submit this back to the ISBE, but please complete it
and keep it on file in case of any inquiries by the SLD. Per the Q & A,
please complete this Addendum, including any other services not included in the
original technology plan, sign and date it, and keep it as an Addendum to your
existing technology plan.
SCHOOL
/ DISTRICT NAME: QUINCY CHRISTIAN SCHOOL
CONTACT
NAME: BRIAN
MAYFIELD
CONTACT
NUMBER: 217-223-5698
(Our
district is filing for more than basic Telecommunications for Funding Year
2004-2005; therefore, the E-rate Technology Plan Addendum has been completed
and attached to our original technology plan.)
E-rate
Technology Plan Amendment
Funding
Year 2004-2005
|
Telecom Services,
Internet Access & Internal Connections
All services listed on
Form 470 not included in original technology plan
|
Goals &
Strategies
|
Professional
Development
|
Budget
Include Estimated Costs
& Revenue Sources
|
Monitoring &
Evaluation
|
|
Local and Long Distance Telephone Service
|
Services are used to facilitate and enhance communication
between school staff, parents, students and other education stakeholders.
|
|
Revenues will come from the school’s annual operating budget
and assistance from erate programs. The school will pay any undiscounted
portion of the services it receives.
Estimated annual costs of local and long distance services:
$1,838.40
|
School staff will monitor annually, at minimum, actual use,
& recommend changes to enhance the productivity and effectiveness of
these services.
|
Internet
Safety Policy: As required by the law for participation
in the Erate program, this includes an Acceptable Use Policy (AUP) and a
technology protection measure (filtering hardware and or software) that blocks
harmful, obscene, and objectionable content for children.
Engaged
Learning: Educational practice, which promotes an increased level
of student’s participation in their daily educational activities.
Erate
Program: The Erate Program is the
Federal program that subsidizes Internet access and other telecommunications
services for K-12 schools and libraries. The program is also known as the
Universal Service Program for School and Libraries.
Expected
Results: Articulated and meaningful goals representing what will
be changed or different.
Gap: The
difference between the current reality and the district’s vision for
technology, based on data analysis from a variety of instruments.
Goal: A
broad, general statement for closing the gap area, complete with time frame.
Goals are the achievement or milestones you reach as you make your way to your ultimate
vision.
Stakeholder:
Anyone who has a vested interest in the operations and functions of a school
district. This could be anyone in the geographic boundaries of the school
district and include parents, parishioners, business leaders and other interested
parties.
Strategy: An
activity that leads to the accomplishment of the goal. Key milestones by which
you will make and judge progress towards the goal.
Technology Plan: A document that provides a
detailed account of what, how and why a school will attain and integrate a new
technology and telecommunication tools into the curriculum over a 3–5 year
period.
Vision: A
clear, unique, owned statement of the principals and beliefs of an
organization.
Wider
Community: Composed of representatives of
community organizations, business, cultural institutions, institutions of
higher education, adult literacy providers, public libraries and other
community members.
